This unique, one-time opportunity allows you to see the famous Tedeschi Trucks Band on tour with VIP tickets that
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Unlock these VIP perks by clicking the blue button below to purchase your tickets! Your support directly funds high-quality Horizons GFA programming for 350 Bridgeport students, from PreK through college.

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“When Peter Esty was first approached by the Kreitlers about starting a Horizons Program at GFA, he was confident the school would be able to enrich the lives of Bridgeport students, but he also believed the partnership would have a powerful impact on GFA students,” founding HGFA board member Nan Ruben recalls. One of the first questions parents considering GFA often asked was ‘What opportunities do you offer students for meaningful community service?’ While Sue Wilchinsky laid the groundwork for partnerships with countless local organizations over the years, Horizons was the first mutual partnership, built on the concept of engaging together with a shared mission for years to come.

Horizons GFA is committed to fostering “a culture of diversity, equity, inclusion, and belonging in our community,” HGFA executive director Christina Whittaker states. “We do that through a respectful partnership between our families, our staff, and GFA that enriches all community members and engages our student body in a meaningful and holistic learning experience”—creating an environment where both Horizons and GFA students can interact with role models and mentors with a broad array of backgrounds and experiences.

The HGFA Club Emerges

In the fall of 2019, a small group of upper school students (including Quinten Amone, Laci Raveis, and Andrew) came together to form the HGFA Club and enlisted 81 students to join—some of whom were already volunteers in the Saturday and Summer Academies and others who had not been able to make a steady commitment due to sports, jobs, or other activities.

Early on, they established two signature events—the Fall Festival and the Reading Celebration. Andrew Roth was a great champion of the HGFA Club from the beginning, committing his time, energy, and passion and rallying his peers to get involved.

A well deserved honor for an unsuspecting volunteer

Andrew’s response when he learned he would be receiving the Next Generation Leadership Award was “Why me?” This may not surprise those who know him any more than the fact that he was chosen for the award. But as Nan (who is also Andrew’s grandmother) recalls, “Andrew actually disliked school from the time he was a young boy attending school in Shanghai, China. Like many children, he couldn’t sit still and couldn’t see the connection between what happened in the classroom and what he wanted to do when he grew up.”

In his final year of middle school at GFA, Andrew was required to present a speech to his peers—a rite of passage that is both daunting and exhilarating for most eighth graders. He shared how soccer had been a way of connecting with others throughout his growing up, and that, although he wasn’t certain what he wanted to do in life, he always knew that he wanted to help people. Soon after, he began volunteering with Horizons and training to become an EMT in Wilton, both of which deepened his love for helping people even more.
That conviction became a motivating force throughout high school. Still, he was unsure about going to college, doubting his ability to take full advantage of the opportunity. Then, en route to visit a relative in Florida, he announced “I know what I want to do—enlist in the Air Force Pararescuemen program” (a program that trains specialists in personnel recovery and combat search and rescue who are known for their emergency medical capabilities). Their motto, “These Things We Do, That Others May Live,” resonated with him deeply.

A future goal made real

“Needless to say, surprise doesn’t adequately describe my reaction,” Nan admits. However, knowing Andrew’s experience with Horizons and Wilton EMT, as well as leadership on the soccer team and in the orchestra, she also recognized that “his energy and sense of purpose came from working on teams—helping others and appreciating how they helped him.”

“Given our family’s commitment to academics in a traditional sense, this took some regrouping for all of us,” Kate Roth (Andrew’s mom) explains, “but we took a deep breath and went in 100% to support his journey, figuring out next steps that could work for him.” They started with a visit to the military recruiter’s office in Bridgeport, where (due to his test scores and outstanding achievements) he was advised to apply to the military academies instead of enlisting in the service right out of high school.
He was invited to eligible candidate tours at both West Point and the Air Force Academy. While he believed both choices would “make me be my best self,” he chose the Air Force for the opportunities it would give him after graduation. “Since he’s been at the US Air Force Academy (June 2024), he continues to learn about incredible opportunities to help others through his leadership training,” Nan notes. May Live,” resonated with him deeply.

And a gift for teaching

Taking physics and chemistry working toward his bachelor in science degree, Andrew feels a new connection to what he’s learning and his ability to put it to good use after school. Not long ago, he told his mom (who has a doctorate in education and has worked as a teacher and curriculum/writing specialist throughout her career), “I might really like to be a teacher.”

“He really loves teaching, and the reason he knows that is because of working with Horizons teachers Jess Gersh (now Wylie) and Michael Pavlis,” Nan affirms. “As a student teacher, his humility and desire to grow is obvious,” Mike shares. “He not only accepts honest feedback, but seeks it out. Whether leading a number talk or Playworks activity, Andrew takes his responsibilities incredibly seriously, preparing and implementing feedback immediately.”

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“I’ve always liked computer science, and planned on majoring in it at Fairfield University, but after my first year I had my doubts. What I wanted to do fell apart, largely due to starting college during COVID,” Kevin Torrealba explains. Thanks to his own determination and help from Suzanne Barnett, manager of the Horizons GFA College & Career Success Program, Kevin is now back on track with his plans armed with incredible practical experience and expertise gained through his summer internship with Wilton Re.

Kevin first found out about the Horizons program through a friend of his father when he was in seventh grade. “I attended summer camp that year and the next and participated in the High School program all four years,” he recalls, adding “My mentor Mike, who was a math teacher at Fairchild Wheeler High School, helped me apply to colleges, including working on my college essay and applying for scholarships.”

“If at first you don’t succeed…”

Kevin graduated from high school in June of 2019 and started his freshman year of college in the fall, but during spring semester everything went to Zoom due to the pandemic. That was the beginning of things falling apart—but not the end of his college story, thanks to Horizons.

He took some time off, studying automotive tech at Gateway Community College and working various jobs—but soon realized working on cars wasn’t something he could see himself doing for the rest of his life. He wisely reached out to Suzanne with HGFA College & Career Success in 2022 and began meeting regularly with her again. “I had no clue that I could go back to Fairfield University,” he shares, but with her help he re-applied and was re-accepted for his sophomore year in the fall of 2023. “Suzanne knew who to reach out to about getting my scholarship back,” Kevin says. Although the process took several months (filling out forms and waiting for response emails), Suzanne kept checking in and offering support, and his scholarships were eventually reinstated.

An Amazing Opportunity…

Suzanne also suggested that he attend a Zoom spring info session with Wilton Re (a U.S. life reinsurance company in Norwalk) led by Chloe Meenan and Katelyn Marut last January as part of the Horizons College & Career Success offerings. “I was excited that they included a previous HR intern on the Zoom info session who shared what the experience was like from an intern’s perspective,” Kevin shares. A few weeks later he had his first round of interviews, and by late April they informed him that he’d been chosen for the internship program. “They accepted seven interns in all, and I was the only Horizons student,” he notes.

“I met with Susan Paternoster in IT, who connected me with Andrew Viola and Carlos Aguilar, both software engineers. They curated a project for me to work on designing a software application for their company that would connect to their database,” Kevin continues. “It involved an SSIS-ETL file validation process leveraged for them that organizes all of the information into one central location, summarizes the file metrics, and stores it in their database to design a data quality dashboard.”

Per its website, Wilton Re’s Norwalk-based summer internship program is designed to be “fast-paced, and an exciting opportunity to gain professional experience within your field of study or career interest.” Interns are part of an accelerated learning experience that allows them to “challenge skills learned in the classroom and develop new skills while working on active Wilton Re projects.” In addition to meaningful work with competitive pay and assigned mentors, the internship includes community service opportunities, networking with senior leaders, and professional development sessions.

“I definitely learned a lot over the summer,” Kevin acknowledges. “There wasn’t any busy work.” His first step was documenting what he believed the program was going to do, and he wasn’t allowed to begin writing code until he fully understood the assignment. Among the many skills gained, he cites learning C# (for writing code) and SQL (a querying language), MS Visual Studio, sequential programming, and all the related lingo, concepts, and technology.

“Carlos Aguilar was my tech mentor for coding, and Andrew Viola oversaw the business aspects of working in the computer science field—including understanding clients’ needs and designing and presenting the project. They really helped me develop competence,” Kevin acknowledges.

“Kevin was truly a ‘bright light’ in our summer internship program and a great addition to our team,” Susan Paternoster (SVP/Chief Information Officer) raves. “His enthusiasm and willingness to ask questions and tackle tough projects showed he has a real aptitude for what it takes to be successful as a programmer. We could not have been prouder of Kevin and what he accomplished over the course of the summer while at Wilton Re!”

Staying focused at work and school…

Kevin returned to Fairfield University this fall and is engaged in ongoing class projects for his major that use all of those new skills. He lives at home (a 15-minute commute to campus) and works at Colony Grill in Norwalk 15-20 hours a week in addition to his college coursework. It’s challenging at times, but he’s worked in the restaurant industry for a while, so there’s nothing he isn’t comfortable doing. “It’s all about time management,” he points out, crediting the Horizons program for teaching him how to keep a calendar and stay organized with all of his assignments and due dates.

“My internship definitely gave me the confidence boost that I could do this as a career,” says Kevin, who was recently invited by Katelyn Marut to return this summer (he will also be the intern joining Wilton Re’s Zoom info session with Horizons this month). Among the many things he appreciated about the experience, Kevin highlights the small company size and feeling, which provided an atmosphere where everyone was willing to teach. “When you met someone (including executives), you knew you would see them again,” he explains. Working in that environment also gave him plenty of opportunities for conversations about working in computer science (an invaluable part of the college internship experience).

Despite all he does, Kevin still finds time to hang out with his Central High School friends, who are like brothers to him. “And I still like cars and read a lot,” he adds. One of his friends, a software engineer at Travelers Insurance in Hartford, recently got him involved in a side project as well.

Kevin’s advice for other Horizons students? “No matter how hard things seem, always stick with it,” he says, adding, “My drive and motivation was even greater when I returned to college.” Tying this lesson back to Horizons, he recalls seventh grade swimming lessons at the Westport YMCA. “I didn’t really know how to swim, but by the end of that summer I passed the swimming test, and my eighth grade year I was able to row in 2-, 4-, and 8-person boats when we took rowing lessons.”

His other advice? “Stay involved in Horizons. Suzanne is always planning things and giving feedback. Take advantage of every opportunity!”

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“Horizons has been my heart,” Liliana Brito begins. Her oldest son, David, who started Horizons as a kindergarten student and is currently part of the College and Career Success program, is now a sophomore at UConn studying economics and philosophy. Her youngest son, Lorenzo, started in PreK and is currently a first grader at John Winthrop School, an award-winning PreK-8 school in the North End of Bridgeport.

Liliana heard about Horizons through a friend whose daughter was too young for the program at the time. “As soon as she told me about it, I started doing my own research,” she says (for those who know Liliana, that’s not hard to imagine). That was in 2009, and David was in kindergarten. “We applied, he was accepted, and it’s been a bliss ever since,” she smiles.

One of the things that first impressed her about Horizons at GFA was the academic structure, with reading, writing, and math taught in the morning and enrichment activities in the afternoon. “All the other summer programs offered mostly play,” she notes, “but Horizons offered crucial academic support that really helped him not to fall behind.”

David thrived in the summer program. While the academic focus surprised him at first, the teaching was done in a way that he and the other kids enjoyed. As his mom affirms, “He came home happy every day.” When he got to the end of the summer, he missed Horizons—the energy, respect, and attention he came to expect as everyday elements gave him confidence and a sense of purpose.

“The transition back to John Winthrop in the fall was hard,” Liliana admits, “but it was an excellent school that insisted on kids being well taken care of.” David’s teachers quickly noticed how well he did academically after the summer “boost” he got through Horizons. Liliana adds, “We did our part at home, too, to make sure he kept his grades up once he returned.”

In addition to academic skills and understanding, David gained social skills that she feels set him apart. “Kids are changed by Horizons and the high standards the staff insists on,” Liliana explains. That includes everything from the willingness to take a “no thank you” bite at lunch to bigger things like the self-assurance gained by learning to swim and the conscious choice to show kindness, respect, and curiosity in all things. “Those traits impacted his character and helped him relate to his peers and interact positively with others,” she points out, adding “Whenever I overheard him say, ‘We don’t talk like that in Horizons,’ it made my heart proud.”

In spite of his love of Horizons, when David graduated from eighth grade, he told his mom that he wasn’t sure he wanted to continue with the program—being worried about not having enough time to do everything he anticipated needing to do in high school. As you might guess, his mom disagreed, pointing out that the high school mentoring program was designed to help him. More importantly, she reminded him, “Once you commit to something, you have to do it. Whether it’s your sports, your job, or the Horizons Program, you have to show up, on time, and not let your team down.”

Once he saw what the commitment was and how much the mentoring helped, David was hooked. Stephanie Gervasi, his academic coach/mentor, was a perfect fit, Liliana notes, with both the kindness and toughness he needed. “Liliana and I really worked together as a team to make sure that David was always on track,” Stephanie shares. “Whether it was choosing classes, preparing for tests, or heading off his signature ‘third quarter slump,’ we joined forces to steer him in the right direction.”

During the second quarter of his freshman year David’s grades began to dip. “I think that transition from eighth grade to high school was the most essential,” Liliana says. “There was a lot going on—hormones, transitioning to high school courses and adult choices—and he was going through it during Covid, which made it even more challenging. Stephanie went through that with him, too,” she acknowledges, helping him focus on his long-term goals and giving him valuable coaching.

Stephanie recalls, “When Covid hit, I really saw David mature and start to take ownership for his learning. He met with me on Zoom every single week, and we would spend our sessions looking at assignments, talking about how we were taking care of our mental health, or just doing a fun activity. I think it was such a nice break in the monotony we were experiencing and we both really looked forward to it.”

Like many Horizons parents, Liliana emphasizes the importance of having a mentor other than your family members to guide you through those challenges. “Even if you have a good head on your shoulders, you need guidance. If I didn’t know something, Stephanie or Horizons did,” she acknowledges.

Whether it’s guidance in filling out FAFSA forms, help with course selection, a plan for improving grades, or just a listening ear, she is grateful that the Horizons team is always focused on making sure students succeed. “They dedicate so much time, energy, and resources—you can’t find that anywhere else, and we’re forever grateful,” Liliana affirms.

Lorenzo, who is currently a first grader, enrolled in the Horizons program in 2022. Having such a big age span between the two brothers has allowed Liliana to see how the program has grown over the years. “Every aspect that’s changed has changed for the better,” she notes. Building character is still as vital as the academic support in her opinion, and she sees Horizons making the same life-changing impact on Lorenzo in terms of how he acts and reacts in every situation. “Those Horizons teachings stay with them. On every report card I read, his teachers note that ‘Lorenzo is so kind to everybody and so respectful to his peers.’ Horizons influences who he is as a student and who we are as parents.”

“My little brother is a shy person,” David explains. “He cried the first week or two of his first summer program, but once he got comfortable, he switched from crying to asking ‘When is Horizons?’ Like me, he used to be afraid of the pool, and now he knows how to swim! I’m really happy he’s in the program and will have Horizons with him as he grows.”

What are David’s favorite memories of Horizons? The first thing he acknowledges are the great, lifelong friends he’s made through the program—George, Santiago, Hongan, and J.P., to name a few. Then the art classes each summer, along with the swimming lessons and field trips. His favorite field trip was to New York City to see The Lion King on Broadway during his eighth grade year. “It was crazy,” he says. “We worked hard Monday through Thursday, and then had the best breaks on Fridays—I still have pictures on my phone from visiting the Norwalk Aquarium, the Aviation Museum, and other amazing places.”

Every year, David says, he returned to school ahead of his class, which helped him tremendously. “Most importantly,” he adds, “Horizons felt like a real second family. I know it sounds cheesy, but even now as a 19-year-old, when no one can hold my hand anymore, it’s nice to know I can go to anyone at Horizons anytime and they’ll be there for me.”

With two teachers and three counselors per grade, there’s plenty of attention to go around. And because so many return year after year, the connections grow incredibly deep over time. “The counselors were very relatable because they were closer to our age. As we got older, we asked lots of questions that helped us prepare for college. We didn’t have access to that at our regular school,” he says.

David is currently 19 years old and in his sophomore year at UConn, studying economics and philosophy. Last month (while he was home on break), he was able to visit Gramercy Funds Management in Greenwich, CT with other Horizons graduates participating in the College and Career Guidance Program. This is just one of the many ways he is benefitting from Horizons.

“As David navigates his sophomore year at UConn, he’s been proactive about pursuing opportunities for professional growth—including picking the brains of industry professionals and even getting some book recommendations,” Suzanne Barnett notes. “What impressed me the most about David during our recent visit was that he actually followed through on a book recommendation offered by one of our hosts, which showed great initiative. And I love that his academic interests address the intersection of the business world and philosophy, specifically ethics.”

“Speaking to people in the field I want to go into and having the opportunity to ask questions proved important to determining which major and career path I want to pursue,” he notes. Talking to a young man named Juan, who also studied philosophy, was extremely helpful. “I got his perspective on why it was helpful in business,” David explains, “and it helped me confirm that I was on the right path.” Just another way Horizons ensures that students not only get a good education but also have access to job opportunities that will lead to a purposeful life.

“At each stage in life, the stakes get higher,” Liliana cautions. Fortunately, as David is quick to acknowledge, the mentoring that began with his teachers and counselors in the summer program continued with Christina Whittaker, Stephanie Geravazi, and Suzanne Barnett through the high school, college, and career guidance programs. “If there’s anything going on that I should know about, Suzanne texts me to tell me about it. It’s a really nice feeling to know there’s someone there who wants the best for you, whether it’s just easing the stress and anxiety or helping you make connections or find a job.”

“Growing up I felt blessed that I had Horizons with me every step of the way,” David says gratefully, “and I feel good knowing I still have Horizons beside me today.” That appreciation is echoed by his mother, who maintains “Horizons should be a model for education everywhere.”

The post Mission Moment: The Brito Family appeared first on Horizons GFA.

“All the credit goes to my mom,” Michael Guanoluisa says, explaining how he first got started at Horizons GFA. “I was in kindergarten or first grade, and she kept pushing me to go.” At first he felt out of his comfort zone, dealing with separation anxiety and adjusting to a new environment. His older brother Bryan offered his reassuring presence. “Then I started making friends and things started falling into place,” Michael smiles, adding “By first grade, swimming and other activities helped me keep my motivation.”

Michael grew up in Bridgeport but attended Coleytown Elementary in Westport through the Open Choice Program (credit for that also goes to his mom). “The resources the school offered from the beginning were a huge help,” he acknowledges. Being part of Horizons GFA also had a big impact.

In particular, he remembers his daily interactions with the student volunteers and counselors. “They were sort of the middle ground between the teachers and students. Each year there were different personalities leading to different connections,” he says. Thinking back to some of his most important summer program experiences, he first highlights the World Peace Games. “It was a huge event that we looked forward to at the end of each summer,” he explains. “It really united everyone. Kids from different grades and classes were all rooting for each other. We learned a lot about teamwork and about the countries we represented. It was also just a really fun time to be creative and have fun!”

“Swimming and rowing were new to a lot of us students,” he continues. “In addition to developing skills outside the classroom, they taught us the importance of improving ourselves.” Moving from swimming in shallow water to diving in the deep end was a huge milestone, he notes. Along with the achievement came a new sense of self-confidence.

The final highlight of the PreK–8 Program was the eighth grade graduation ceremony and the last day of the summer. “Both were pretty emotional,” he says. “I’d created so many friendships with so many unique people, it was hard to say goodbye. I’ll always remember our closing picnic and celebration.”

In high school, Michael received the opportunity to attend the Island School in the Bahamas through Horizons GFA. In describing the life-changing experience, Michael explains, “The island school exposed me to a new learning environment that focused a lot on sustainability and the importance of bettering our environment.”

When it came time to apply to colleges, there was no doubt he would be going. “My mom always had that template for me,” he states, “but Horizons kept that idea repeating in my head.” Again, the Horizons student counselors played their part. “Cole Rummelsberg, one of my counselors, always talked about school and his dream of working at ESPN someday. Those conversations were inspiring for me,” Michael says.

After considering Worcester Polytechnic Institute and Southern Connecticut State University, he chose UCONN, partly for financial reasons but also because the Stamford campus felt like a good fit in terms of location (closer to home) and lifestyle. Although he had planned on staying in Stamford all four years, he applied to Storrs going into his junior year after learning that the deadline for the sports management program was fast approaching. “Before I knew it, I was accepted and moving to Storrs,” he recalls.

“I had always had sports management in the back of my head, along with an interest in marketing,” Michael explains (not surprising to anyone who remembers his love for basketball during the summer program). A trip to Ecuador with his mom, who hadn’t been back to visit her home and family in 30 years, solidified the pull toward marketing. “My uncle creates ads and signs—it’s what businesses rely on there—and he helped me see a different perspective,” he notes.

Michael, who had always been creative and enjoyed coming up with product designs, saw a new path on the horizon. His mom earned a business degree in Ecuador but was never able to use the degree here in the U.S. His brother, who earned a degree in business administration from Ithaca College, manages two Vietnamese restaurants in Fairfield County.

Now, with one year left, Michael is poised to graduate next May. He credits two internship experiences with helping him gain valuable experience and develop a career path. The first is the Husky Sport Program, a program that teaches kids how to develop life skills and nutrition through sports, that he was introduced to in his class with Justin Evanovich. He started as a volunteer with the program the first semester of his junior year and then interned for the second semester (he plans on interning during his senior year as well). Every weekday during the school year he rides to Hartford, where he coordinates recess activities (four square, dodgeball, etc.) for a drop-in playground and basketball program for K-5 students at Wish School, helping them develop skills and team building. “The kids only get recess once a week, so it’s important to make the most of the time,” he says. “Connecting with the kids and serving as their role model brings back a lot of Horizons memories for me,” he adds.

A second internship with UCONN Athletics marketing department is helping him learn the ropes of college level marketing, and he hopes to stay on in a permanent position after graduation. He is currently involved with women’s sports—soccer, volleyball, and basketball. “It’s been really fun so far,” he notes, describing the “time-out activities” (like give-aways, music, and promotional ideas) he’s been able to test out. “Both men’s and women’s sports at UCONN are doing amazingly well right now, so it’s been an exciting time to be involved and given me great experience.” Being part of the Sports Business Club has also been extremely helpful in shaping his career journey, providing opportunities to look at college vs. professional sports management.

Justin Evanovich, Michael’s professor and internship supervisor, has had the opportunity to watch his growth and development as a student and intern firsthand. He shares: “A real key to success for many college students, and most certainly something that Michael has excelled in since I met him over a year ago, is the discipline and ability to consistently ‘show up.’ Michael never missed a day of class. In the class, we had multiple written assignments (typically 10-page papers). Michael came for additional meetings to ensure he understood the assignment and collected feedback, and then invested the time to continue growing as a writer and person working to make sense of our larger world.”

He continues, “Our class works as part of a larger campus-community partnership (www.huskysport.uconn.edu). There are opportunities to ride in a van from UConn and to engage with kids and partners in sports, games, healthy snacks, and more, working with the same elementary school and out-of-school partners in the North End of Hartford. Michael signed up early and often for these van shifts—in fact, he completed the most hours of any of the 1,000+ UConn students that have enrolled in the course!” In spite of the time commitment, Michael holds other jobs on campus as well (with UConn dining services, UConn athletics, and more). “Working with Michael is a kind reminder of the many cool and talented people out there in this world,” Evanovich affirms.

Michael is also still involved in the Horizons College and Career Success program, participating in the monthly check-ins and participating in career launch events. Suzanne Barnett, Manager of College and Career Success, notes that because Michael knows that job interviews are in his immediate future, he reached out to be connected to HGFA Advisory Board members for help with his interview skills. “The College Program has aided me in sharpening my interview skills with mock interviews and feedback on writing assignments,” he shares.

Michael, like so many of our Horizons graduates, possesses the ability to work independently and collaboratively and the passion and determination to keep growing—important traits nurtured at Horizons that will set him apart when he enters the work world. Most importantly, as his mentor points out, he understands the importance of showing up.

The post Mission Moment: Michael Guanoluisa appeared first on Horizons GFA.

Having had the honor of being Michael Pavlis’s English teacher 20 years ago when he was in seventh grade, this Mission Moment is especially meaningful for me. Already then, Mike was no ordinary person. The way he engaged with the books we read, strove to be a better writer, and honored his peers stood out as remarkably different from the typical middle schooler from the first month of school to the last. It was only toward the end of the year when I read a paper he wrote for our WWII Memoirs unit that I fully understood the source of his inspiration and motivation. His love and respect for his grandfather and namesake, Michael J. Daly, sparked something far deeper than a desire to reach his own potential or please his parents. Mike was determined to be worthy of his grandfather’s name and legacy—no small feat when your grandfather was a WWII Congressional Medal of Honor recipient.

In “A Cause Greater Than Self,” a portrait of Mike’s grandfather, Stephen Ochs shares how Daly found his life’s deepest purpose, both during and after the war, in selfless service to others. A young Mike Pavlis was already searching for that cause when he was 12 years old. He found it when he first began volunteering with the Horizons GFA summer program. His mom Deirdre Daly credits the “positive, supportive Horizons environment that nurtures children who deserve greater opportunities” as the magnet that drew Mike in. Whatever it was, from that very first summer, Mike was hooked. “Horizons introduced him to the world of teaching in a profound way,” Deirdre notes. “He found his place there and never looked back.”

Although his grandfather’s courage and service to others, particularly those in need, influenced him greatly, those who know Mike best are quick to point out that he has always had a deep sense of caring and commitment to helping others. Mike’s dedication to his own education made clear that he never took his opportunities for granted. But even more, he was committed to ensuring that others got the opportunities and support they deserved, and that they developed the confidence to know they were capable of achieving great things if they worked for them.

“Michael loved so much about Horizons from the early days: the swimming, the graduations, being outside, getting to know the students and their families, the structure and warm support of the program,” Deirdre continues. “There’s no question that Horizons not only introduced him to the world of teaching but also trained him to the practical realities of teaching.” Guided by Horizons teachers and directors who inspired and encouraged him, he learned how to reach students with different abilities, giving them respect and support to be the people they were striving to be.

Horizons also planted the seeds for Mike’s commitment to working for equity and justice in education. Per our Horizons GFA website, “The gap in educational outcomes between Bridgeport and neighboring communities persists, with the zip code a child is born into often dictating life trajectory.” Mike understood the ramifications of the gap between Horizons GFA and its partner schools in Bridgeport even as a young volunteer. As he grew older, he stepped into new roles in the summer program, from paid intern to assistant teacher to head teacher. In each, he demonstrated Horizons’ commitment to “develop strong academic, social and emotional skills, habits of mind and the resilience to succeed in school and pursue a meaningful, choice-filled life.”

Although he was accepted to the University of Michigan (his first choice) his senior year, one of the reasons he declined their offer was because it would mean missing a summer at Horizons. He decided on Boston College instead and (ever focused and determined) completed his undergraduate degree in three years. His first year out, he was an assistant history teacher at Achievement First in Bridgeport; from there he moved to the UnCommon Schools charter network in Brooklyn, where he earned a Master of Arts in Teaching. He has remained in this network since then, teaching U.S. history to eighth graders and coaching both boys and girls in multiple sports, including track, cross country, basketball, and football.

Mike has always had tremendous interest in the Civil Rights movement and great admiration for Civil Rights leaders from MLK and Nelson Mandela to John Lewis and Bryan Stevenson. Since 2017, he created and led his students on a Civil Rights trip each spring in Alabama. The annual trip includes a visit to the Equal Justice Initiative’s National Memorial for Peace and Justice in Montgomery, a walk over the Edmund Pettus Bridge in Selma, stops relating to MLK’s early and later days in Atlanta, and visits to black-owned establishments. There is a lot of preparation for the trip, including fundraising and required educational activities—not only for Mike, but for every student who participates in the program. He developed the program (now named BK2BAMA) and the curriculum himself, but the seeds for this program can easily be traced back to Mike’s experience at Horizons.

Mike’s career has focused on reaching large classes of older students during the school year. But for the last 20 years—every single summer—he has taught second through fifth graders at Horizons! His decision to return year after year epitomizes the dedication to “being there for the kids” that Horizons embodies and serves as inspiration for countless others.

What kind of teacher is Mr. Mike? For that, I turned to some of his former students. HongAn Nguyen shares: “Throughout my childhood, Mr. Mike has been a figure of stability and happiness. In my summer days, he was the big friendly giant, and beyond that, he’s the ear that listens and the hand that’s always uplifting.” Thomas Donnelly, who also had Mike in second grade, adds, “He is one of the most genuine people I know, and he truly does mirror that in everything he does. Everyone has a story for that guy, and I believe that is what makes Mr. Mike such an integral part of the Horizons community.”

Many of his students couldn’t fully comprehend his passion and devotion until they were older, often when they had the chance to work with him as teaching assistants or volunteers. HongAn continues, “Even after I graduated from the summer program, he made sure to keep in touch and congratulate me on any special milestones I achieved. From my birthday to attending college, he embodies the support behind the Horizons family. While I wasn’t able to appreciate his wisdom and humor as a second grader, seeing him in his element and working alongside him last summer was refreshing and nostalgic.”

George Kocadag also highlighted Mike’s commitment to honoring students well beyond the summer program. “Mike Pavlis, or Mr. Mike to me, is someone I see as more than just a teacher. Mr. Mike would go out of his way to come to my cross country meets in Connecticut even though he lives in Brooklyn,” he notes. “This just exemplifies his character and who he is as a person.”

“He goes beyond the classroom,” Horizons parent Diana Builes affirms. “He is an active presence in their lives and families. In my case, I loved that he took time out of his personal life to support my daughter in a school play. He also constantly let me know the things that made my daughters amazing beyond academics.” Clearly, he gets real joy from maintaining connections and seeing his students grow and thrive—whether it’s watching a former student play football for Villanova and tailgating with his family, helping students sort out important decisions, or watching them receive an award.

Without being a parent, Mike intuitively understands what parents need most. Nalda Levy explains it this way: “The hardest part of being a parent of kids this age is being less and less connected to what exactly is happening with them when they are away from you. I truly appreciated Mr. Mike as Zachary’s teacher because he always made the effort to reach out and let us know whenever anything of note happened in class, especially when it was positive. It always made my day hearing from him, because it made me feel included and involved in the day-to-day goings on at Horizons, which is absolutely invaluable to me!”

Finally, Mike is loved and appreciated by his fellow teachers, who also benefit from his listening ear and uplifting hand. Cyn Torres, who taught with Mike when she first started working with Horizons, describes him as “the epitome of the kind of educator that makes Horizons what it is—a phenomenal teacher, leader, advocate, and most importantly, a genuine person.” Reiterating the many traits that make all of the kids love him, she adds, “it seems like they all know who he is even if they didn’t have him as a teacher because that’s the energy he brings to the table. I learned so much from him as an educator.”

These threads—empathy and service, deep learning, and lifelong connection and commitment—are woven throughout Mike’s 20-year relationship with Horizons. In an age of checked boxes and one-offs, he shows up, again and again, not only teaching in the summer program but also making valuable contributions as a member of the Horizons Board, Parent Advisory Committee, and Advisory Council. As Jose Oromi (past HGFA Executive Director and current Vice President at Horizons National) acknowledges, “No one is more dedicated than Mike—from never letting anything interfere with his summer Horizons commitment, to helping so many students navigate college and life after Horizons, to coming back for 20 years, his commitment is unmatched.”

And so, it’s fitting that we honor Mike with this year’s HGFA Excellence in Teaching award for his two decades of service and the deep, life-changing imprint he has made on the more than 300 students he’s taught, making them better students and better people. Congratulations and heartfelt thanks from this old teacher and all who’ve had the honor of working with you over the years.

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“From the very beginning, my mom was always deeply involved in my life and development,” Naomi states. In second grade, she was the leader of Naomi’s Girl Scout troop. The mother of another Girl Scout buddy [Janelle] told Naomi’s mom about a program called Horizons. The next thing she remembers is walking into her new Horizons class one of the first days of summer. “It was a magnificent school,” she recalls. “It was exciting walking into a huge place with such a diverse community and welcoming teachers. We ate breakfast and lunch in the GFA cafeteria every day. And in addition to math, reading, and writing, they offered amazing programs like art, dance, music, swimming and even field trips.”

“I love Horizons GFA. Mr. Alex was such sunshine,” she continues, referring to Alex Lunding, executive director of Horizons GFA from 2011-2013. Although she only overlapped with Alex for one year, Naomi describes his gracious, personable conversations with her as something very powerful and transforming for an eight-year-old. “He treated me like a person and was always so happy. When you’re young, you don’t realize how much impact people like that have on you,” she explains, adding that the sense of community at Horizons grounded her and empowered her to feel comfortable talking to anyone.

Naomi returned to Horizons for the summer program and Saturday academies throughout elementary, middle school, and high school. “It was such an amazing program, and it didn’t stop growing as you grew older,” she explains. The World Peace Games—an annual end-of-program tradition as old as Horizons GFA itself—is one of her favorite memories. Held on the front lawn of the school, the competition involves mixed-age teams representing different countries playing games in a truly “all for one, and one for all!” celebration. She remembers learning to swim at the Westport Y and rowing on the Saugatuck River as daunting experiences at first, but quickly adds, “Even though I was hesitant, I actually ended up loving both.”

During her high school years, when Naomi attended Trumbull High School, Horizons continued to support and challenge her. “I had weekly meetings with my academic coach, Krista, in the Bridgeport office,” she says, noting that their close relationship reached far beyond going over homework, essays, and “college stuff.” “We also talked about whatever else was going on in my life,” she explains, ”like little therapy sessions.” The summer of her junior year, Kelonda Maull (director of high school and college programs from 2016 to 2018) took Naomi and several other Horizons students to the Island School in the Bahamas for a week—another life-changing experience.

When she started her college search, Naomi knew she wanted a smaller sized college (“where college professors would know me by name, not by number”) with a good location for job networking (“not in the middle of nowhere”). She found both at Albertus Magnus College in New Haven. Because it is a liberal arts college, she is able to “dip and dabble” in many things (a nice plus), but her passion continues to be human sciences. “I always thought I wanted to be a doctor,” Naomi shares. But after her freshman year, she started looking more seriously at other health care professions, due to the years of schooling, pressure, and lifestyle required to be an MD. After extensive research, she eventually landed on majoring in general health science and applying to a PA program for her master’s degree following graduation.

In college, Horizons has been a continuing presence for students like Naomi, providing stipends each semester for coursebooks, checking in regularly to track progress and offer support, and offering resume writing workshops and career guidance. Naomi has also benefited from the close relationships she’s formed with her college professors. One professor invited her to take part in a lab partnership with Yale last spring, but given her heavy courseload, she had to decline. So they offered her the chance to intern during the summer instead. She worked with the Connecticut Agricultural Experiment Station (the first research institute of its kind, founded in 1875) throughout the summer, with housing, a stipend, and invaluable mentors included.

She started working as a certified nursing assistant (CNA) in August of 2022 to gain patient care experience (PCE) hours for PA school. Following her graduation from Albertus Magnus in December 2023, Naomi plans to look for the right place to earn her master’s degree and jump in for the final round of preparation. “I knew nothing about being a PA when I first started thinking about medical professions,” she notes, “but after doing my research, I learned that they are the happiest people in the medical profession, with a wide scope of training, fewer years of schooling than an MD, good pay, and a healthy work-life balance.” She has already shadowed a pediatric PA for 40 hours, which she enjoyed very much.

Her self-assurance, positive outlook, and fierce determination have been consistent character traits from a very young age. As her high school coach and mentor Krista Bianchini shares: “I have known Naomi since she was a 7th grader and have had the joy of seeing her grow into the amazing woman she knew she could become. Her candor and wit, as well as her self-confidence, were always present at our high school coaching sessions. Now as a college student, she is creating and claiming the future that she wants for herself.”

Horizons GFA’s mission is to “partner with students attending under-resourced Bridgeport schools to develop strong academic, social and emotional skills, habits of mind and the resilience to succeed in school and pursue a meaningful, choice-filled life.” Talking with Naomi Allen, it’s obvious Horizons is not only achieving those goals but also instilling in students the wisdom to set their own path and the joy and confidence to pursue it. That is the kind of inspiration that keeps everyone involved with the program smiling.

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Keshana and Jerome Wiggins are completely in sync when they talk about what makes Horizons an exceptional program and the incredible difference it has made in their children’s lives. With three children currently in the program—Jaliah, an honor roll student who is also in the Talented and Gifted (TAG) program at her school, Jerome Jr., a football player/honor roll student who was recommended by his teacher for the TAG program, and William, a football player/honor roll student—they couldn’t be more grateful for the support and guidance Horizons has provided.

“Our journey with Horizons started when Jaliah was in kindergarten,” Keshana begins. “One winter day her teacher gave me a packet and said, ‘This would be a great opportunity for Jaliah.’”

Growing up in Stamford, Keshana already knew about Horizons through the New Canaan program, so she was excited when their family was invited to come in for an interview. Although the interview was for Jaliah, when they met with Joe Aleardi, they brought her two younger brothers, Jerome, Jr. and William, too. “We joke that Jerome, Jr. actually interviewed for Jaliah,” Keshana laughs. While Jaliah quietly colored, too shy to answer any questions, three-year-old Jerome, Jr. intervened. After the interview, Monique Rutledge (Director of Operations and Enrichment) told them, “This boy just handled the whole interview; he needs to apply, too!”

“Jaliah was in a cocoon before she started at Horizons. After one summer, she became a butterfly, and she’s been flying ever since!” Keshana beams. “Her world just opened up with Horizons,” she continues, noting that Jaliah always sang at home and in her church choir but began singing solos after starting with Horizons.

Her father remembers asking his daughter, “Who are you?” after seeing how much she’d grown during her first summer. In fact, after being introduced to gardening at Horizons, Jaliah started gardening at home with her aunt and great grandmother. She is now involved in the STEAM program at the Discovery Museum as well as the Debate Club and Student Council at John Winthrop School.

Jaliah paved the way for her brothers, who also became part of Horizons GFA. Jerome, Jr. started in the preK program in 2016 and William followed in preK the following year. “One thing they’ve all benefited from,” notes their father, “is the small class size.” He recalls Jerome, Jr. telling them “I wish I had Horizons every day!” When his parents asked what he liked most, he explained, “I get to see friends and teachers that I have a relationship with. And at Horizons the rules and culture are different than at my regular school—we’re taught to respect each other. We all follow the rules because we’re a family and we all enjoy being in the program.”

William, the youngest, was on a 504 plan with the Bridgeport Public Schools due to a late birthday and speech delays when he started Horizons in preK. Because he spent the summer at Horizons, he got a jumpstart working on words and sounds that helped him incredibly the next year. “In addition to all of the academic support and enrichment offerings, this program has helped our kids make vast improvements with their social skills and the way they interact with people,” Jerome shares. “Whatever they do, they know they have to try their hardest because that’s the Horizons way.”

“I couldn’t be more sold on any program,” he continues. “Every year, it gets better and better.” It isn’t surprising, then, that when opportunities arose for Jerome and Keshana to get more involved themselves, they jumped at the chance. “How could we not give back?” Keshana asks. “We couldn’t even measure how much it’s given to our kids.”

Keshana and Jerome first became involved on the Parent Advisory Committee (now renamed the Family Partnership Committee), which originated four years ago. “We were trying to figure out who we were as a parent group, what our purpose and end goals were,” Keshana explains. That role quickly turned into serving as liaisons helping to welcome new families into the program. “Hearing from another family with kids in the program sharing their experience was really helpful to people,” she notes. “Like a Google review. We told them why our kids loved it and vouched for the community they were entrusting their children to.”

Jerome went off the Parent Advisory Committee in July 2022 when he joined the Horizons GFA Board of Directors. “It’s been great learning from other people and helping to make decisions about the program,” he says. He explains that while he is typically of the “if it’s not broken, don’t fix it” mindset, what has surprised him most (in a good way) about serving on the board is the opposite of that way of thinking. “The Horizons Board is different from anything I’ve known. Board members are like ‘Yes, it’s great now, but it can be even better.’ Their wheels are always spinning—there’s no stagnation!”

While Horizons was valued by parents long before the pandemic, it’s impossible to overstate how much more they appreciate it now. “The staff were right there from the very beginning,” Keshana notes. “They’d tell us when teachers were available and encourage us to give them a call. Our kids didn’t have devices, so they gave us iPads, along with weekly bags filled with learning activities,” she explains. To incentivize kids to do their homework, Horizons awarded points and entered families in weekly raffles for a family dinner. “During the whole shutdown, they let us know they were there,” she acknowledges gratefully.

Jerome and Keshana’s appreciation for both the program and community grew even stronger after the Horizons GFA Fall Gala in November. Although they had been to one gala in the past, it was mainly to watch their daughter perform; they didn’t stay for the full event. “We are still blown away thinking about this year’s event,” Jerome says. “Arianna DeNitto’s speech was so inspiring, we shared it with our daughter and told her, ‘This is what’s here for you, but you have to do your part.’” They were also amazed by the staggering amount of money that was raised. “We were in awe seeing people give to Horizons to help future students achieve their dreams without even knowing who those kids would be,” he adds.

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What are the Wiggins children’s dreams? Both parents smile. “They couldn’t be three more different kids with more distinct passions, even though they’ve been raised by the same parents in the same home.” Jaliah wants to be a lawyer or psychiatrist. Jerome, Jr. dreams of being a football player, a cop, or an ESPN commentator. William was fixated on a career in sports but lately has shifted his focus to going to Yale.

“These are the dreams Horizons has planted in them,” Keshana says. “Our biggest goal for them all is to be better than us. We tell them they can be whatever they want to be, as long as they are great citizens who treat everyone with respect and they become self-sufficient leaders, not followers, doing something they know will work for them long term.

“Horizons is opening doors for our kids to see and experience things we never could,” Keshana acknowledges. “All of their experiences, big and small, enrich their lives and help them make more informed decisions.” She is grateful that, in addition to what she and Jerome teach them, they also learn from their church pastor and all of the people in the Horizons community. “Our village is a lot bigger, thanks to Horizons,” she smiles.

“I tell everyone I know about Horizons,” Keshana brags. She used to limit how many parents she told about the program, because she didn’t want them to be disappointed if their child didn’t get in. But now, thanks to the Bridgeport and Sacred Heart University Horizons programs, she doesn’t hold back. Today it was a stylist at the hair salon whose son is in kindergarten. “I told her, ‘Sign him up!’” she says, “and the next time I see her, I’ll check if she’s filled out her application.”

With ambassadors like that, spreading the good word about Horizons GFA is getting easier every day.

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Brenda Moreno and her younger brother Bernardo joined Horizons at GFA the summer after her fifth grade year (his fourth grade year). They attended Holy Family parochial school on Tunxis Hill Road (Fairfield) at the time and were enrolled in a YMCA summer camp program when their mother announced that they had been accepted into a new program. “I liked learning, and Horizons definitely continued to develop that passion in me,” Brenda notes.

Now she is returning to the program that shaped her middle and high school years. But, more than that, she is returning to the program she has remained passionately committed to ever since graduating from the K-8 program—bringing her unique training, experience, and perspective as she assumes the role of HGFA High School Program Manager. “I’m super excited to be back,” she states. “I’ve always been involved as a volunteer and am thrilled to be working here full time now.”

The Horizons High School Program was just getting started when Brenda entered high school. Though it wasn’t as robust then as it is now, she knew she had a point person she could reach out to. “But I never did,” she admits. “I just took advantage of the resources at my school.”

Brenda always wanted to be an educator. “I found my career path as an educator because of Horizons,” she acknowledges. “It’s helped so many kids achieve their academic goals while also becoming the best version of themselves.” After finishing her undergrad degree at Providence College, she stayed on to earn her master’s degree in education for school counseling. Brenda has always liked the idea of helping kids in school, teaching the soft skills and executive functioning they need to succeed as well as providing a supportive community. “I especially enjoy helping students make good choices in high school and guiding them through the college application process,” she explains.

Following grad school, she worked for three years as a school counselor at Kolbe Cathedral in Bridgeport, working with ninth and tenth graders. “I wanted to help them set a solid foundation for later on,” she says. “All of the students who were seniors last year are now in college, which is incredibly exciting.” She is still in touch regularly with the other counselor at Kolbe, who is part of a close-knit team. She now looks forward to helping to shape the future trajectory of HGFA student’s lives.

As a Horizons National intern, Brenda helped launch the Horizons National Associate Board (AB) in July 2016, along with her brother, Bernardo, and Josh Dumas (all from HGFA). The Associate Board, composed of recent Horizons alums, interns, and volunteers, seeks (per its mission statement) “to further the mission of Horizons National by providing a continuing sense of community and purpose for Horizons alumni throughout life.” As an AB member, Brenda helps to expand connections to Horizons graduates across the country through participation in conferences and special events and involvement in marketing, communications, and fundraising for Horizons programs. Lorna Smith, Horizons National CEO, notes, “Her leadership and dedication has helped grow the Associate Board and start new alumni groups at mature Horizons affiliates across the country.”

That summer, master’s degree in hand, Brenda circled back to Horizons. “Jose Oromi asked me if I’d be interested in working in the pilot program at Albertus Magnus College, so I worked as assistant director under executive director Stephanie Kadam for 2021 and 22,” she notes. “It was a really cool experience, with a lot of learning and a lot of success, too!”

That July First Lady Dr. Jill Biden and U.S. Secretary of Education Miguel Cardona visited the Albertus Magnus program as part of their Summer Learning Tour. “Everyone kept asking if I was excited to meet her,” Brenda smiles, “but I kept thinking it’s exciting that she gets to see this program that I love and help others learn more about it.”

Horizons at GFA is thrilled to have Brenda back, assuming the position as High School Program Manager that Christina Whittaker previously held. “I’ve always felt a profound connection to Horizons at GFA and the sense of teamwork I observed there—open communications and the ability to work closely together. I wanted to be part of that,” she states.

“What makes Brenda stand apart from her peers is her maturity, leadership, and consistent commitment to Horizons,” Christina explains. “Brenda has always been hard-working and determined. We’re so grateful that she has chosen to give back to the Horizons community by running our high school program.

The High School Program currently serves 84 students in grades 9-12, with 41 coaches who meet with their respective students on a weekly basis. “It’s definitely bustling,” Brenda says, after observing the mentoring sessions on her first Tuesday. “I recognized a lot of students I knew from past years when I was a Horizons volunteer (her first few summers in high school) or Horizons intern (which she did the summer before college).” Several have popped in to say hi and expressed their surprise that they already knew her. 

“Do you remember me, Miss?” one young man asked. “I do remember you—I taught you how to swim!” Brenda responded. She says she can recognize them pretty easily, but they have more mature faces now. “‘You’re, like, grown up!’ I keep telling them. I expect to learn a lot more about them and how they’ve grown up,” she adds, smiling—which feels like a lucky fit all around.

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Like many Horizons students, Amelia’s first introduction to Horizons GFA was having an older sibling in the program. Romel was accepted into the Horizons program a year before Amelia, who was accepted the summer after 5th grade. Before Horizons, Amelia participated in the Cardinal Shehan Center summer day camp. Learning math, reading, science, and music at Horizons was a huge change. “You had to learn, but they made it so fun!” she says. Equally important to her, Horizons nurtured social emotional growth. “I stuttered and was a very shy person in middle school. When we moved to Fairfield when I was in 6th grade, I went from earning all A’s to earning B’s and C’s. They enrolled me in ESL classes. It was hard socially and academically; I felt like I didn’t know anyone,” she recalls. “But Horizons changed all that. We were put in small learning groups, where we had to introduce ourselves and work with other students, and we went on field trips every Friday.” Amelia lists many summer highlights, like seeing “The Lion King” on Broadway, touring the Pez factory, and doing the ropes course at the Discovery Museum Adventure Park, as well as having swimming lessons at the Westport Y and learning to row on the Saugatuck River. “All of those experiences were quite a challenge,” she says. “They took a lot of strength and endurance and really helped me build my confidence.”

Amelia also learned how to play golf and tennis through Horizons’ partnership with First Tee and First Serve. “My mom always wanted me to do a sport,” she shares. “I really loved playing tennis, and after Horizons I was able to continue taking lessons with Coach Rob at Puglio Park the rest of the summer.” This made it possible for her to play in the Trumbull High Varsity Program her last two years of high school—something she never imagined being able to do.

Just days after graduating from high school, Amelia is filled with excitement for this fall, when she will begin her studies at Ursinus College in Pennsylvania. However, her excitement is not the usual pre-college variety, accompanied by a bag of nerves and a chestful of uncertainty. That is because she has been preparing for this stage in her life for the past four years, with the passionate and expert guidance of the Horizons GFA High School Program, which provides one-on-one academic coaching, social-emotional learning, college guidance, financial planning, and summer program opportunities. Amelia credits Christina Whittaker (Director of Horizons High School & College Success Programs) with helping her find the University of Rochester summer program, which helped her discover her desire to become a physician’s assistant, and Daniela Squizzato (her high school coach and mentor of many years) with helping her prepare academically and find scholarship programs to make college doable. 

“I didn’t know anything about the pre-college programs I participated in last summer or about the two-day visit Ursinus College offered to seniors until Christina encouraged me to consider them,” Amelia acknowledges. And what a difference they made! Amelia participated in both “What’s Up, Doc?” and the Biomedical Engineering Course at Rochester University. Taught online from 9 to 12 for a total of three weeks, these programs provided exposure to the different specializations within the medical field. “They opened my mind to many opportunities within the profession and made me want to be a physician’s assistant even more. Being a PA, I can specify any field and still have the flexibility to change,” she notes.

When Amelia wanted to explore service learning opportunities last summer, Daniela helped her research options. After vetting many programs, she chose International Volunteer Headquarters with Maximo Nivel and spent two weeks volunteering in a childcare program in Guatemala. She describes her trip as “one of the best experiences of my life!”

Christina also encouraged her to consider visiting Ursinus College last November, rather than limiting her options to more familiar, local schools. The 1:11 teacher-student ratio and small group learning she experienced while visiting Ursinus changed her mind immediately. “I was greeted so warmly and got to explore the academic environment, clubs, and day-to-day life of a student. I knew it was the right fit.”

Applying early action following her visit to Ursinus, Amelia was accepted in December, with a generous financial aid package that beat all of her other school offers. Considering the soaring costs of college, however (Ursinus is currently $72,000!), she still faced a $16,000-a-year expense. So Daniela, Christina, and PJ Washenko helped her find more scholarship programs. They encouraged her to pursue the Stephen Phillips Scholarship, a prestigious award that many Horizons GFA students have applied for, but only one (Ariana DeNitto) has ever received. “This past Tuesday I learned that I was selected and will be getting an additional $12,000 in aid, renewable every year!” she beams.

The future is bright for Amelia, thanks to the lucky pairing of her personal passion, talent, and dedication and her Horizons mentors, opportunities, and experiences. Her brother Romel provides additional motivation; he graduated from Bentley University with a Corporate Finance and Accounting degree at age 20 and is currently earning his M.B.A. Her mother also inspires her. After learning English and studying at Mercy Learning Center for several years, she is now a licensed facial massage therapist.

“I don’t know who I’d be now, if it weren’t for all of the programs Horizons has opened up for me,” Amelia acknowledges. “My parents are very proud of us. They are grateful for all of the opportunities we’ve had through Horizons.” She pauses, then adds, “I am, too.”

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